Impact of Educational Neuroscience Teacher Professional Development: Perceptions of School Personnel

• DOI: 10.3389/feduc.2022.912827
• Publication Date: 2022-06-03T11:32:33Z
• Authors: Maryam Hachem; Katarina Daignault; Gabrielle Wilcox
• Keywords: Thematic Analysis; Educational Psychology

There has been an increased focus on the importance of educational cognitive neuroscience for teachers, yet research outcomes teacher training in this area are minimal. We created and implemented Educational Neuroscience professional development (PD) delivered throughout 2020–2021 school year. This study was co-designed between researchers district partners. Participants were personnel from a high Western Canada consisting approximately 1,400 students 75 teachers. All participants PD, including teachers staff, invited to participate interviews about their experiences during PD. Seven in-depth structured performed understand participants’ experiences, perceptions value neuroscience, how PD impacted teaching practice. Through inductive coding thematic analysis, we found that had positive impact students. The sessions primarily knowledge concepts provided them with practical useful applications they able employ classrooms areas related lesson planning, assessment, student engagement. described remarkable relationships students’ own understandings concepts. Overall, these findings provide further evidence significance infusing highlight collaborative programs educators bridge practice gap.